There are at least two ways in which response conflict can be handled in the mind: dynamically - processing and resolving conflicting responses on-line, and through discrimination learning - reducing the amount of response conflict in advance. While children under-four are perfectly capable of discrimination learning, they appear to lack the ability to resolve response conflict on-line. This handicap is frequently demonstrated by their failure in the dimensional change card sort task. Here, we present an analysis of how contextual learning aids children's performance in the DCCS. We find that under-fours given appropriate training are surprisingly adept at switching between the responses required and discuss the implications for our understanding of prefrontal development and how children learn to use language contextually.